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ALLOCATION OF EDUCATIONAL RESOURCES TO
IMPROVE STUDENT ACHIEVEMENT:
CASE STUDIES OF FIVE CALIFORNIA SCHOOLS
by
James M. Elsasser, Jr.
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2011
Copyright 2011 James M. Elsasser, Jr.

The purpose of this study was to collect and analyze school level data related to the allocation of resources, and to determine how those resources are used to increase student achievement. The study was based on an analysis of five elementary schools with similar demographics and challenges located throughout two counties in Southern California. All the schools studied were Title I, non-charter public schools with student populations that were at least 50% Hispanic, 42% English learners, and over 75% socioeconomically disadvantaged.; In reviewing the level to which each of the schools is implementing Odden and Archibald's (2009) 10 Strategies for Doubling Student Performance, the three successful schools were found to be implementing – at least to some degree – all of Odden and Archibald's (2009) strategies. The three successful schools were all found to have a strong understanding of the performance problem and challenge. The principal and instructional leadership teams at each successful school have created a new instructional vision. Each school's vision has included setting high expectations and ambitious goals for all students. All three successful schools have also implemented a strategic professional development plan that focuses on best instructional practices.; Although the sample schools in this study did not have access to the level of resources suggested by the Evidence-Based Model (EBM), many of the strategies in the EBM were found to improve student achievement, even when not funded at levels suggested by the EBM.

ALLOCATION OF EDUCATIONAL RESOURCES TO
IMPROVE STUDENT ACHIEVEMENT:
CASE STUDIES OF FIVE CALIFORNIA SCHOOLS
by
James M. Elsasser, Jr.
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2011
Copyright 2011 James M. Elsasser, Jr.